The other day, my little daughter Precious, who is in grade two, asked me a question that stopped me in my tracks. She looked up at me and asked, “Dad, why does the school give us homework when we already spent the whole day in school learning?”
It was a simple but profound question. I didn’t want to brush it off with the standard answer- “because it helps you learn better”- so I told her I would ask her head teacher and get back to her. I never did ask, but the question kept tugging at me. So I decided to read a little research on the subject. What I found convinced me that the real issue isn’t whether children should have homework at all, but rather what kind of homework is actually worth doing.
Homework is one of those school experiences almost every child resists at some point. After a long day in class, when all you want to do is play, relax, or spend time with your family, sitting down to more work can feel unnecessary, even unfair. And yet teachers all over the world continue to assign it. Meanwhile, researchers keep debating whether it truly makes a difference. The truth, as I came to appreciate, is more nuanced: homework, when thoughtfully designed, does offer real benefits. But those benefits depend on the student’s age, the subject being studied, and, most importantly, the quality of the homework itself.
Learning, in many ways, resembles building muscles. If you lift a dumbbell once, nothing much happens. But if you practise repeatedly, giving your body time to adapt, your muscles grow stronger. The brain works similarly. When you first encounter a new idea in school, the memory is fragile. If you then revisit the same idea later at home—through practice, discussion, or problem-solving—you are strengthening that memory. Psychologists call this “retrieval practice” or “spaced repetition.” Without it, most new information slips away within days. Homework, at its best, is one of the tools schools use to make sure students not only understand concepts in the moment but also retain and apply them long afterwards.
There is also solid evidence to support homework’s long-term academic impact. Large studies tracking thousands of learners have shown that, in secondary school, carefully structured homework can be equivalent to about five extra months of learning in a year, especially in mathematics and English. For primary pupils, the impact is smaller – closer to three months – but still measurable. The point is that, while one piece of homework may feel insignificant, over weeks and years these small increments add up. For learners preparing for high-stakes exams or simply aiming to build strong foundations in literacy and numeracy, homework provides that extra layer of reinforcement.
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But homework is not only about academic content. It also shapes habits, attitudes, and life skills. At home, children must often work without their teacher’s immediate guidance. That means they must figure out problems on their own, or at least attempt them before seeking help. This nurtures independence and builds confidence. Homework also demands planning: deciding when to do it, pacing oneself and resisting the lure of distractions. These are precisely the same skills adults use to complete work projects, meet deadlines or balance family responsibilities. In that sense, homework functions as a safe training ground for responsibility and self-discipline.
Yet not all homework is created equal. Many children report that they feel stressed, anxious, or even bored when given tasks that are unclear, repetitive or seemingly pointless. A worksheet that simply repeats the same problem fifty times may do little more than exhaust a child’s patience. Research confirms that homework’s value is closely tied to quality. Tasks that are too difficult breed frustration; tasks that are too easy or monotonous lead to boredom. The sweet spot lies in work that challenges learners just enough to stretch their thinking without overwhelming them. For younger children, short, engaging activities – like a reading log, a word puzzle or a creative exercise – tend to be far more effective than lengthy assignments.
The home environment also plays a critical role in shaping how children experience homework. Some learners enjoy quiet study spaces, supportive parents and access to books or digital resources. Others may have none of these. The same assignment that feels straightforward to one child can be daunting to another. More and more, teachers are recognising these inequities and are rethinking homework policies. Some schools are experimenting with more practical and creative tasks, such as keeping a reading journal, conducting a simple science experiment in the kitchen, or holding a family discussion on a topical issue. Such tasks reinforce classroom learning while also making homework more enjoyable and inclusive.
Globally, there are also striking contrasts in how education systems approach homework. Some countries give very little in the early years, focusing instead on reading for pleasure, unstructured play and sparking curiosity. Structured homework is introduced gradually in secondary school, when learners are mature enough to benefit from independent study. This approach reflects research showing that younger children gain relatively little from formal homework, whereas older students can reap more meaningful advantages. It also underscores the importance of balance: children need rest, play, and family time just as much as they need academic reinforcement.
So why, despite the grumbling, do teachers continue to assign homework? The answer is a blend of academic reinforcement, habit-building, and preparation for future challenges. Homework can solidify learning, foster independence, and link classroom concepts to the home environment. But its effectiveness depends heavily on how thoughtfully it is designed. Teachers who provide clear, purposeful, and engaging tasks are likely to see their students flourish. Those who hand out repetitive or poorly explained work risk sowing resentment instead.
For children like Precious, who wonder why they must do homework after an already long school day, it helps to reframe the task in a more positive light. Homework should not be seen as punishment but as practice. Just as an athlete does not stop training once a match ends, or a musician does not abandon practice after a concert, students cannot master learning without revisiting it. That said, the conversation about homework should remain open. Children, parents, and teachers alike need to reflect together on what types of homework feel meaningful and what types feel like busywork.
At its best, education is not about cramming for exams but about nurturing curiosity, discipline and a lifelong love of learning. Homework – if designed with care and balance – can be an important piece of that larger puzzle.
By Ashford Kimani
Ashford Kimani teaches English and Literature in Gatundu North Sub-County and serves as Dean of Studies.
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